Reflections on Reviewing Educational Research: (Re)searching for value in environmental education

Abstract

The article reflects on the work of reviewing environmental education research as an instance of interpretation and representation of educational knowledge. Following an extensive review of the research literature in environmental education, it seems useful to rethink the review process as a means of constructing social meaning within politicized areas, such as environmental education, that are subject to conflicting ideological and epistemological commitments and understandings. The article is inconcludable, except to venture that reviews of research are sensible only when they try to uncover methods and sense-making procedures that researchers use to create and critique their stories.